Elaboration (1) ACLFRC093
requesting information, explanation or help, for example, pouvez-vous répéter plus lentement s’il vous plaît? qu’est-ce que cela veut dire? je peux recommencer?
Elaboration (1) | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC111
interacting in classroom activities and discussions to manage shared learning experiences, report on each other’s contributions and consider each other’s views, opinions and preferences, for example, c’est à qui? Moi, je vais mettre cette image là; qu’est …
Elaboration | ACLFRC111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC002
taking turns in games and action songs that involve choice and negotiation, for example, choosing or exchanging matching cards or playing memory games such as Au marché (donne-moi deux pommes, s’il te plaȋt; donne-moi deux pommes et trois carottes…)
Elaboration (3) | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC009
designing and using bilingual fiches personnelles with identifying details supplied in both languages, for example, nom, prénom(s), ȃge, mes amis sont…, j’habite…, j’aime…
Elaboration (1) | ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC010
noticing French ways of talking and behaving that appear different to own ways, finding examples in children’s stories such as Marie de Paris or Je veux pas aller à l’école or in recordings of French-speaking children in different contexts
Elaboration | ACLFRC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (4) ACLFRC020
swapping or borrowing from each other’s language resources such as word lists to complete shared learning tasks, for example, building an action wall or making adjective-snake-sentences (le chien est: petit, noir, fatigué, triste; Maman est: grande, mince, …
Elaboration (4) | ACLFRC020 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC023
collecting information about each other’s likes, dislikes or interests, using checklists, surveys or question cues such as combien de…? à quelle heure…? to create a class profile, chart or database, for example, les sports préférés, les plats de choi …
Elaboration (1) | ACLFRC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC043
introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
Elaboration | ACLFRC043 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU069
comparing and explaining the use of communicative styles in different contexts, for example, une partie de foot au Stade de France (Allez, allez les Bleus!) compared to a written bulletin scolaire (Mathilde s’exprime avec facilité, persévère au trava …
Elaboration | ACLFRU069 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC073
using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
Elaboration | ACLFRC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC075
using questionnaires or surveys to collect and compare each other’s reflections on learning and using French, identifying challenges and gains and tracking different stages of learning, for example, au début, c’était comment?…petit à petit…; finalement…j’ai …
Elaboration | ACLFRC075 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC080
finding examples of words, expressions and behaviours used in Australian English that do not translate literally into French (for example, ‘bush tucker’, ‘surf’s up’, ‘schoolies’), and providing cultural explanations for French speakers
Elaboration (1) | ACLFRC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC093
asking and answering questions (for example, qu’est-ce que c’est? c’est… ce sont…), and requesting clarification or permission, for example, j’ai une question, comment dit-on…? comment ça s’écrit…?
Elaboration | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC093
discussing aspects of school and social life and responding to each other’s contributions, for example, c’est génial! c’est une bonne idée; ah non, je ne suis pas d’accord
Elaboration (3) | ACLFRC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRF050
describing key features of different types of text, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 oranges, 500 g de beurre), whereas a shopping transaction involves interaction and negotiation and more …
Elaboration | ACLFRF050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (1) ACLFRC055
using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut …
Elaboration (1) | ACLFRC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRC056
planning and participating in learning experiences that combine linguistic and cultural elements (for example, an excursion to a French restaurant, exhibition, festival or performance), rehearsing language forms, structures, vocabulary and behaviours …
Elaboration | ACLFRC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLFRC058
researching young people’s lifestyles across French-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, …
Elaboration (3) | ACLFRC058 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRC063
creating tourist brochures or itineraries for young Australian travellers to French- speaking regions or countries, supplying key words, phrases and cultural protocols, for example, Encore une fois, s’il vous plaȋt; je vais prendre ceci, ça coûte combien? …
Elaboration (2) | ACLFRC063 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLFRU086
analysing how writers of community texts such as advertisements, radio requests or online trading posts make decisions in relation to language, style and register in order to achieve their purpose and suit the context, (for example by using personal pronouns, …
Elaboration | ACLFRU086 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum